Preparation Program Accountability EPSB Retreat July 15, 2013 Terry Hibpshman

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Preparation Program Accountability EPSB Retreat July 15, 2013 Terry Hibpshman Martin School for Public Policy and Administration University of Kentucky. Inference. Expert Judgment. Based on multiple sources of information. Derived from noisy and incomplete sources.
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Preparation Program AccountabilityEPSB RetreatJuly 15, 2013Terry HibpshmanMartin School for Public Policy and AdministrationUniversity of Kentucky(c) 2013 Education Professional Standards BoardInferenceExpert JudgmentBased on multiple sources of informationDerived from noisy and incomplete sourcesSo that decisions are nonmonotonicApplying bright lines only where appropriate(c) 2013 Education Professional Standards BoardInfluences
  • Product-oriented accountability trends
  • Post-Sanders perceptions of teacher effects
  • Title II of the Higher Education Act
  • The Elementary and Secondary Education Act – NCLB
  • Race to the top
  • KDE PGES
  • CAEP proposed program quality standards
  • EPSB Goals and Themes
  • And of course, the ubiquitous NCTQ(c) 2013 Education Professional Standards BoardEPSB GoalsGoal 1: Every approved educator preparation program meets or exceeds all accreditation standards and prepares knowledgeable, capable teachers and administrators who demonstrate effectiveness in helping all students reach educational achievement.Goal 2: Every professional position in a Kentucky public school is staffed by a properly credentialed educator.Goal 3: Every credentialed educator exemplifies behaviors that maintain the dignity and integrity of the profession by adhering to established law and EPSB Code of Ethics.Goal 4: Every credentialed educator participates in a high quality induction into the profession and approved educational advancement programs that support effectiveness in helping all students achieve.Goal 5: The EPSB shall be managed for both effectiveness and efficiency, fully complying with all statutes, regulations and established federal, state, and agency policies.(c) 2013 Education Professional Standards BoardEPSB Themes
  • Diversity (with specific attention to exceptional children including the gifted and talented, cultural and ethnic diversity)
  • Assessment (developing skills to assess student learning)
  • Literacy/Reading
  • Closing the Achievement Gap (identify what courses emphasize strategies for closing the gap)
  • I would suggest there are others Awareness of local conditionsProductivity(c) 2013 Education Professional Standards BoardHow do we know when we’ve succeeded?EPSB Goals are operationalized by strategiesGoal 4: Every credentialed educator participates in a high quality induction into the profession and approved educational advancement programs that support effectiveness in helping all students achieve.Strategy 4.1. Develop and utilize reliable measures of teacher effectiveness and student achievement that may be used in evaluation of induction and professional advancement activities.(c) 2013 Education Professional Standards BoardStrategies are operationalized by measurementsProposed Measurement Item 25: Mean performance score on internship performance recordWhich requires a valid, reliable, and sensitive intern performance measurement methodologyAnd there might be additional measuresTeacher effectivenessStudent achievement(c) 2013 Education Professional Standards BoardGeneral Accountability ApproachHorizontal accountabilityCoordinated with KDE Incorporates federal requirementsEventually incorporate CAEP stadardsSensitive to conditions of practiceSegmented teacher labor marketSchool and district characteristicsWeighted by year post-completionAddresses matters within the control of preparation programsDifferentiates between poor judgment and lack of capacity Measures are practice-relevantConsequences administered within a “just culture” frameworkIncentives and technical assistance to help programs develop effective internal accountability systemsSubject to ongoing review and revision(c) 2013 Education Professional Standards BoardConsequencesReportingTechnical assistanceProgram reviewSanctions Identification as a poorly-performing program Limitations on the program’s privileges Decertification And an escalation componentSlide 12Implementation
  • Create scales for the reporting of existing methods, such as accreditation processes
  • Identify additional elements for the dashboard, and develop display formats
  • Develop methods for creating the disaggregated values using SGP data
  • Develop generalized statistical procedures for analysis of longitudinal data
  • Develop procedures for review and revision of the accountability model
  • Develop a yearly program progress report format
  • Develop inference guidelines, train staff
  • (c) 2013 Education Professional Standards BoardExamplesProductionEffectivenessPraxisCompletions(c) 2013 Education Professional Standards BoardQuestions/Comments(c) 2013 Education Professional Standards Board(c) 2013 Education Professional Standards BoardHEA Title II State Annual ReportNumber of Report Headings2002-2011And the rules keep changing . . .(c) 2013 Education Professional Standards BoardKentucky HOUSSE Scoring ProtocolCollege-Level Coursework: Maximum=87 points Must be documented by official college transcript and specific to the teaching assignment listed above. Must be coursework in core content – i.e., not pedagogy. May be coursework taken prior to or after initial certification. 3 points per credit hour earned Teaching Experience: Maximum=45 points Must be in the teaching assignment and in an accredited school 3 points per year Professional Development: Maximum=45 points Must be consistent with the definition of “high quality professional development” delineated in Section 9101 of NCLB 5 points per documented activity during the past 10 years Achievements/Awards: Maximum=35 points Must be specific to the teaching assignment listed above (e.g., department chair; cooperating teacher for student teacher; KTIP resource teacher; documented student learning as demonstrated via state/ national test scores; teaching awards). 5 points per documented activity during the past 10 years Source: Kentucky Educational Professional Standards Board; Identifying Highly Qualified Teachers(c) 2013 Education Professional Standards BoardRace to the Top Reforms
  • Designing and implementing rigorous standards and high-quality assessments.
  • Attracting and keeping great teachers and leaders in America’s classrooms
  • Supporting data systems that inform decisions and improve instruction
  • Using innovation and effective approaches to turn-around struggling schools
  • Demonstrating and sustaining education reform
  • (c) 2013 Education Professional Standards BoardProposed CAEP Accountability StandardsContent and pedagogical knowledgeClinical partnerships and practiceCandidate quality, recruitment and selectivity Program impactProvider quality, continuous improvement, and capacityIn addition, a CAEP data acquisition and reporting mechanism to monitor the quality of teacher education programs nationally(c) 2013 Education Professional Standards BoardAn example - Production(Simulated)(c) 2013 Education Professional Standards Board(Simulated)(c) 2013 Education Professional Standards Board(c) 2013 Education Professional Standards Board(Real historical data)This is a relatively small, rural, nonpublic institution(Real historical data)(c) 2013 Education Professional Standards BoardThis is a relatively large, rural, public institution(c) 2013 Education Professional Standards BoardThis is a medium-sized, rural, nonpublic institution(c) 2013 Education Professional Standards BoardThis is a small, urban, nonpublic institution(c) 2013 Education Professional Standards Board(c) 2013 Education Professional Standards Board(c) 2013 Education Professional Standards Board(c) 2013 Education Professional Standards Board(c) 2013 Education Professional Standards Board(c) 2013 Education Professional Standards Board(c) 2013 Education Professional Standards Board
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